This book extends our understanding of the attitudes and behaviors of teachers who improve their schools consistently and considerably. It sets out to critically analyze and examine organizational citizenship behaviors (OCB) in schools from a contextual perspective and to display the uniqueness of the concept in the context of school, its dimensions, boundaries, antecedents and consequences from a multi-level perspective.
- understandings of teachers' OCB, its nature, components, and salience in schools
- personal, organizational, and cultural factors which might facilitate or inhibit teachers' OCB
- contributions and the drawbacks of OCB for the improvement of educational systems, schools, and educators
- a new conceptualization of teachers' OCB based on the unique characteristics of school and the teaching profession, and consequences for theory and practice
- practical tools for guiding educational policy-makers, principals, and teacher educators on how to assimilate and enhance teachers' OCB.
Organizational Citizenship Behavior in Schools will appeal to scholars and researchers in educational administration, educational policy, school leadership and teacher education. It will also be of interest to supervisors, policy makers and postgraduate students in the field of education.
Table of Contents
1. Organizational Citizenship Behavior (OCB): Historical Review 2. Particular Characteristics of the School Organization and the Teaching Profession 3. Teacher OCB: Its Nature, Definitions, and Dimensions 4. Facilitators of Teacher OCB 5. Inhibitors of Teacher OCB 6. Consequences of Teacher OCB 7. Developing a Theoretical Model of Teacher Citizenship Behavior 8. Practical Mechanisms and Tools to Promote Teacher Citizenship Behavior (TCB) 9. Future Research Directions
Anit Somech is Associate Professor and Head of the Educational Leadership and Policy Department in the Faculty of Education, University of Haifa, Israel.
Izhar Oplatka is Professor of Educational Administration and Leadership in the School of Education, Tel Aviv University, Israel.
'What makes this book special, is that Somech and Oplatka draw together the individual and the organisational factors which make up the capacity of a school to become and remain effective and, importantly, point to the need to focus on the cognitive and emotional health of both if children and young people of school age are to receive the high quality education to which all are entitled. Whilst the reader will find no solutions to the continuing quest for raising and sustaining teacher commitment and quality, they will find in this book plenty of important signposts.' - Professor Christopher Day, University of Nottingham, UK